Globe Charter School.

GLOBE Charter School received the Governor's Distinguished Improvement Award

GLOBE Charter School received the Best Workplace Award for 2018 and 2019

GLOBE Charter School received the Young Environmental Impact Award from the Catamount Institute

 

GLOBE is driven by these core principles that anchor and guide our community, its work, and to which we aspire as a learning community.

These principles include:

• Maintaining High Academic Expectations
• Inspiring Student Learning
• Fostering a Caring Community
• Connecting with the World
• Preparing Students for Life

Our educational program structure, school day, and culture are explicitly designed to support the authentic vision and mission of GLOBE.  Kindergarten through sixth grade students are placed in low teacher-to-student ratio classes to provide individualized attention, thus enabling teachers to develop deep relationships with each student and family.  We provide a vigorous academic program and create an environment for social-emotional growth. We foster leadership and community among students.

We believe all students can learn and succeed! Our teachers are dedicated and passionate about delivering high quality instruction. We meet our student's diverse academic and emotional needs.  We engage in hand-on, experiential and relevant curriculum consistent with Colorado standards.  We incorporate best practices into our classrooms by using data to drive our instruction.  We differentiate to support all of our students.  We believe all students will advance to meet the challenges of the changing world.  We are dedicated to instilling a sense of responsibility, awareness and respect for others, and a commitment to life-long learning.  This we believe!

Collaboration is our whole school community working together for the same goal.  We know that in order to achieve student success we need to meet the learning needs of our staff.  As innovative thinkers, our teachers must work together to combine passion and ideas in reflection and planning time to best meet the needs at GLOBE.

Monthly professional development training, data meetings, and staff meetings bring us together to collaborate to meet the needs of our students.  We also designate time to allow our staff to share with one another best practices from outside professional development and through informal and formal observations.

Every grade Kindergarten through Sixth grade participates in a Service Learning Project that gives back to the community. Some of the projects our students participate in are Care and Share, Weekends without Hunger, Adopting Animals at the Zoo, and Socks for the Homeless Shelters. 

Multi-Tiered System of Supports:

Multi-Tiered System of Supports(MTSS) is a multi-tier approach to the early identification and support of students with learning and behavior needs.  MTSS ensures that we provide rich learning opportunities so all students are identified, supported and served within the framework.  We use best practices by providing a solid framework that requires the intervention team to use the six components of MTSS to guide decision making at GLOBE.

GLOBE has an effective school-wide discipline system that produces positive outcomes for all of our learners.  Our goal is to foster an effective school climate that maximizes academic achievement and behavioral competence of all our learners.

Our S.H.E.L.L. program ensures that all students understand and are recognized for Safe, Honorable, Effective,  Logical, Life-long learning.

Key Components of PBIS are

• A common approach to discipline
• Positively stated expectations for all students and staff
• Procedures for teaching these expectations to students
• An active PBIS leadership team
• Methods for involving families and our community

Each grade level Kindergarten through Sixth study a new country every year and do a Country Presentation to the whole school during a morning assembly then again in the evening at a Town Hall meeting for all family and community members.

 

Our students attend five different Special Classes every week which include Gym, Music, and STEAM. Our Specials' teachers collaborate with our grade level teachers giving our students a well rounded education. The teachers all collaborate together so our students have opportunities to perform at the Winter Performance, The Village Assembly in February, and other events throughout the school year. 

 

Our students are assigned in classes with no more than 23 students per class. This allows our teachers to spend more valuable time with each and every student, building relationships,and meeting them at their ability level.

 

Third through Sixth Grade students have their own Chromebooks that they may use in the classroom for assignments and other projects as assigned.
 

To help maintain GLOBE’s high academic standards our procedures are as follows:

1.  4 absences - letter home
2.  6 absences  - meeting with administration to create an action plan
3.  9 absences - D11 hearing with Student Support and Engagement Office if the Action Plan is not followed
4. 10 + absences - court proceedings

    Illness lasting more than 3 days requires a Doctor’s note to be excused.

   Absences must be excused within 48 hours or they will remain unexcused. All excuses are subject to the administrator’s discretion.

Showing up for school has a huge impact on a student’s academic success starting in Kindergarten and continuing through High School.

We realize some absences are unavoidable due to health problems or other circumstances. We also know that when students miss too much school— regardless of the reason – it can cause them to fall behind academically.  Your child is less likely to succeed if he or she is chronically absent, such as missing 4 days in a quarter (excused or unexcused).  Truancy (multiple UNEXCUSED absences) is considered habitual when a student misses 4 days in a 30 day period or 10 days in a school year. (C.R.S.22-33-104)(District 11’s Board Policy JH and GLOBE’s Student Hand Book)

 Research shows:    

• Children chronically absent in Kindergarten and 1st grade are much less likely to read at grade level by the end of 3rd grade.
• By 6th grade, chronic absences is a proven early warning sign for students at risk for dropping out of school.
• By 9th grade good attendance can predict graduation rates even better than 8th grade test scores.

 

 

Please refer to the student handbook if you have any questions.